Antigen-presenting cells transfected with Hsp65 messenger RNA fail to treat experimental tuberculosis

In the last several years, the use of dendritic cells has been studied as a therapeutic strategy against tumors. Dendritic cells can be pulsed with peptides or full-length protein, or they can be transfected with DNA or RNA. However, comparative studies suggest that transfecting dendritic cells with messenger RNA (mRNA) is superior to other antigen-loading techniques in generating immunocompetent dendritic cells. In the present study, we evaluated a new therapeutic strategy to fight tuberculosis using dendritic cells and macrophages transfected with Hsp65 mRNA. First, we demonstrated that antigen-presenting cells transfected with Hsp65 mRNA exhibit a higher level of expression of co-stimulatory molecules, suggesting that Hsp65 mRNA has immunostimulatory properties. We also demonstrated that spleen cells obtained from animals immunized with mock and Hsp65 mRNA-transfected dendritic cells were able to generate a mixed Th1/Th2 response with production not only of IFN-γ but also of IL-5 and IL-10. In contrast, cells recovered from mice immunized with Hsp65 mRNA-transfected macrophages were able to produce only IL-5. When mice were infected with Mycobacterium tuberculosis and treated with antigen-presenting cells transfected with Hsp65 mRNA (therapeutic immunization), we did not detect any decrease in the lung bacterial load or any preservation of the lung parenchyma, indicating the inability of transfected cells to confer curative effects against tuberculosis. In spite of the lack of therapeutic efficacy, this study reports for the first time the use of antigen-presenting cells transfected with mRNA in experimental tuberculosis

Étude des interactions entre les lanthanides (III) et les di(dialkyl-triazinyl)pyridines (DATP) par techniques spectrométriques

PARIS-BIUSJ-Thèses (751052125) / SudocPARIS-BIUSJ-Physique recherche (751052113) / SudocSudocFranceF

Literacidad en inglés como lengua extranjera: Un estudio de caso con docentes en formación

This qualitative case study explored, among a group of pre-service teachers at a foreign language program, the individual construction they make of their literacy in English as a foreign language. To accomplish this purpose, the participants’ literacy practices that arose from their interests, likes, and priorities were taken into account. The information was collected through participatory photography, in-depth interviews, and a focus group. The analysis of the information was carried out through the ATLAS.ti software from which the information was codified and categorized. The results of this study reveal that the participants’ literacy practices in social environments permeated their academic literacy practices. For the participants, the priority is to communicate, learn English and improve teaching. Finally, taking into account the sociocultural approach of the study, it can be stated that the participants reveal a notion of literacy where reading and writing are not only linguistic and cognitive processes, but above all a social practice that allows them to interact with various texts and ideas of others, learn from what others publish while making their ideas visible regardless of the way they are shared.Este estudio de caso cualitativo exploró, entre un grupo de docentes en formación en un Programa de licenciatura en Lenguas Extranjeras, la construcción individual que hacen de su literacidad inglés como lengua extranjera. Para tal fin se tuvo en cuenta las prácticas letradas personales que surgen de sus intereses, gustos y prioridades. La información se recolectó por medio de la fotografía participativa, las entrevistas en profundidad y un grupo focal. El análisis de la información se realizó a través del software ATLAS.ti a partir del cual se codificó y categorizó la información. Los resultados de este estudio revelan que las prácticas letradas realizadas en ambientes sociales permean en cierta forma las prácticas letradas académicas. Para los participantes la prioridad es comunicarse, aprender el idioma y mejorar su enseñanza Finalmente, teniendo en cuenta el enfoque sociocultural del estudio, se puede precisar que los participantes develan una noción de literacidad donde leer y escribir no son solo procesos lingüísticos y cognitivos, sino ante todo una práctica social que les permite interactuar con diversos textos e ideas de otros, aprender de lo que otros publican, a la vez que visibilizan sus propias ideas independientemente del modo en que las presenten.&nbsp